With particular emphasis on correct application of Self Analysis Processing.

These drills match the order of processes set up for Level II in BTB 8 January 1972 Issue III Grade 3 Processes.

Purpose: To improve the quality of auditing by familiarizing Auditors with the exact procedure of each auditing action through the use of drills.

Most of the auditing actions on this Level fall within one of 3 types of process:

How to use: These drills are in order by levels. The first number indicates the level taught on. Those that begin with TR 00 – (drill No.) are Level Zero Drills. The double zero is to differentiate the drills from TR 0-4. Unbullbaited drills end in odd numbers; and bullbaited end in even numbers.

A. Repetitive Process

Most drills are done within the basic formats as laid out. Any that don’t will be fully covered in the specific drills themselves.

B. Alternate/Repetitive Process

Simply start with the first actions and work through the drills in the order given as it’s the same order as the ARC SW. Wire Expanded Grade BTB 4 Jan 72 RA. Each drill is done until you know you can do it flawlessly, even while being bullbaited.

C. Bracket Process – with 3 or more commands run consecutively, in sequence.

If a student has trouble on a drill, locate whether the student has a misunderstood or has a skipped gradient and handle either or both with standard Study Tech. This can lead back to outnesses on basics such as TRs, codes or scales. Whatever it is, find out why and handle.

In Section I of this bulletin, there is a simple drill pattern for each type of process. (When an action does not fall within one of these types of process, a separate drill is provided.) There is also a Dynamic Assessment Drill in Section I. There is also a drill covering Listing and Nulling procedure which was taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2, Basic Session Actions Drill.

Note: If coach upset occurs because of restimulation, fruit words should be inserted in the place of the process Key Words, for bullbaited drills only.

Section II of this bulletin lists the auditing drills for Level II. Every drill gives the LRH materials that describe the process, the commands used, and states how each process is drilled. The procedure is:

1. Study and understand the LRH data on the process.

Name: Auditing on a doll unbullbaited.

2. With this understanding, drill the action using the drill indicated.

Commands: As for each separate process.

3. Drill each process with the auditing style that applies – see HCOB 6 Nov 64 Styles of Auditing.

Purpose: To train the student to be able to coordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

Position: Student seated at a table with E-Meter, worksheets and auditing forms as needed. In the chair opposite the student is a doll occupying the position of the PC. (During drill the coach is seated or standing beside the Auditor. He does not take the position of the doll.)

• TR 300-3 Changing Minds Unbullbaited

Training Stress: This drill is coached. The student sets up the E-Meter and worksheets exactly as in a session – as follows:

1. Set up E-Meter as for E-Meter drills.

LRH Ref: Book – Creation of Human Ability R2-50 p. 128, 129

2. Set up shield to prevent TA and admin being seen by PC (doll).

Commands:

3. Have extra pens under the E-Meter.

• “Walk over to this spot.”

4. Have C/S face down between the bottom of the E-Meter and the table.

5. Have W/S and Lists readily available in sequence required for the session.

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. Coach watches drill and points out any outnesses noted giving a “that’s it” and a re-start. Outnesses should be handled one at a time until none exist…

The drill is done on a steeper and steeper gradient until the student can very quickly do the action correctly.

Drill per LRH instructions given in Creation of Human Ability R2-50. Use the Bracket Drill.

The drill is passed when the student can do the drill flawlessly with good TRs 0-4, correct procedure and commands, without comm lags or confusion; i.e. flawlessly!

If a student has trouble on a drill, find out whether the student has a misunderstood, has skipped a gradient etc., and handle with Standard Study Tech. This can lead back to outnesses on basics such as TRs, Codes or Scales. Whatever it is, find and handle it.

Note:To avoid coach upset or restimulation, fruit words should be inserted in the place of the process Key Words – on bullbaited drills only.

Name: Auditing _____________ Bullbaited.

Commands: As for each separate auditing action.

Name: Auditing on a doll unbullbaited.

Purpose: To train the student to be able to coordinate and apply the commands and procedures of each separate auditing action in a drill similar to a real auditing session and thereby become flawless in applying it.

Command: As for each separate process.

Position: Student seated at a table with E-Meter and Auditor forms, as needed. In the chair opposite the Auditor is a doll as PC. Coach sits beside doll and is the bullbaiter and gives answers as PC, not about his own case.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

Training Stress: The drill is the same as for auditing on a doll except that the “PC” coach bullbaits the student Auditor using “fruit” answers during the session in an attempt to throw the student off session. On any list, the coach squeezes the cans to simulate reads. He still uses “fruit” answers (six apples, blue pears) when asked to speak, but as the student Auditor reads off the list items (e.g. L3RF) he squeezes the cans for reads.

Position: Student seated at a table with E-Meter, worksheets and auditing forms as needed. In the chair opposite the student is a doll occupying the position of the pc. (During the drill the coach is seated or standing beside the Auditor. He does not take the position of the doll.)

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB on Good Indicators and BTB on Bad Indicators.) The student Auditor must:

Training Stress: This drill is coached. The student sets up the E-Meter and worksheets as in a session – as follows:

1. Obnose the out of sessionness.

1. Set up E-Meter as for E-Meter drills.

2. Align this to the process run.

2. Set up shield (to prevent TA and admin from being seen by pc (doll)).

3. Handle.

3. Have extra pens under the E-Meter.

An example is, on a Listing and Nulling procedure an out of sessionness is observed, the Auditor queries and follows through with an L4BRA at once. (An L4BRA is a repair list.)

4. Have C/S face down between the bottom of the E-Meter and the table.

The PC bullbaiter can throw in situations, originate troubles or gains, be tricky, etc. But he must never lose sight of HCOB 24 May 1968 “Coaching”, especially the second paragraph – “Coach with reality”.

5. Have W/S and Lists readily available in sequence required for the session.

Once the coach throws out a situation, etc. he must allow the student Auditor to carry it out, and handle the situation before the coach calls a new situation.

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. Coach watches drill and points out any outnesses noted giving a „That’s it” and a re-start. Outnesses should be handled one at a time until none exist.

Stress is on training the student Auditor to have his TRs 0-4 in on the bullbaiter.

The drill is done on a steeper and steeper gradient until the student can very quickly do the action correctly.

The coach (bullbaiter) does the “start”, flunking or “That’s it”. Flunks are given for any improper commands, procedure, comm lags, break in TRs or improper session admin.

The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct’ procedure and commands without comm lags or confusion; i.e. flublessly!

Each drill is to be done thoroughly, building up the speed of Auditor commands and actions. (“It’s the number of auditing commands per unit of auditing time which makes gains in a session.” LRH)

When the student Auditor has done these steps to his satisfaction, he gets a starrate checkout. The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion. These are the drills that train the student Auditor to handle all the elements in a session, so be exact and be real.

Name: Auditing __________ Bullbaited.

Note: Clearing of commands is per BTB 2 May 72R and other Bulletins and PLs on the subject (i.e. clearing each word of command backwards).

Commands: As for each separate auditing action.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action in a drill similar to a real auditing session and thereby become flawless in applying it.

Ref. Dianetics ‘55

Position: Student seated at a table with E-Meter and Auditor forms, as needed. In the chair opposite the Auditor is a doll as pc. Coach sits beside doll and is the bullbaiter and gives answers as pc, not about his own case.

Steps:

Training Stress: The drill is the same as for auditing on a doll except that the „pc” coach bullbaits the student Auditor using „fruit”, answers during the session in an attempt to throw the student off session. On any list, the coach squeezes the cans to simulate reads. He still uses „fruit” answers (six apples, blue pears) when asked to speak, but as the student Auditor reads off the list items he squeezes the cans for reads.

1. R-factor to PC that you are going to run ARC Straightwire Expanded processes. Clear “ARC”, “What does ARC mean to you?” Then clear the words “Straightwire and expanded” in the same way. Use a Scientology and regular dictionary do clear up any the PC doesn’t know or has confusion on. Make sure the PC understands what is going to happen and is happy to be run on the processes, and that a good Auditor-PC-Auditor Comm Cycle is in.

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB 29 July 64 Good Indicators at Lower Levels and BTB 26 April 69 Bad Indicators.) The student. Auditor must:

2. Tell the PC “The first process of ARC SW Expanded is a repetitive process.” Clear the word “repetitive” so that the PC understands how the process is to be run. Tell the PC that when he has carried out the auditing command he should tell you what he recalled or thought of, not just an answer like “yes” to the command (ref. HCOB 30 June 62). This applies to all processes of this level and PC must understand this.

1. Obnose the out of sessionness,

3. Clear the command with the PC – “What is the definition of the word ___________?” Clear the word “something” first – then the word “remember”.

2. Align this to the process run,

4. Run the process repetitively, same command over and over, to F/N Cog VGIs.

3. Handle.

An example is, on Listing and Nulling procedure an out of sessionness is observed, the Auditor queries and follows through with an L4BR at once, (L4BR is a Repair List.)

Ref: Staff Auditors Conference of 18 Feb 59

The pc bullbaiter can throw in situations, originate troubles or gains, be tricky, etc. But he must never lose sight of HCOB 24 May 1968 „Coaching“, especially the second paragraph – „Coach with reality“.

Steps:

Once the coach throws out a situation, etc., he must allow the student Auditor to carry it out, and handle the situation before the coach calls a new situation.

l. R-factor – “We are going to run an ARC SW process. This is a repetitive process.”

Stress is on training the student Auditor to have his TRs 0-4 in on the bullbaiter.

2. Clear the command – “What is the definition of the word __________?” clear “Time, A, Recall” in that order.

The coach (bullbaiter) does the „Start“, flunking or „That’s it“. Flunks are given for any improper commands, procedure, comm lags, break in TRs or improper session admin.

Be sure to use the Scientology Dictionary definition of “recall”.

Each drill is to be done thoroughly, building up the speed of Auditor commands and actions. (It’s the number of auditing commands per unit of auditing time which makes gains in a session. “ LRH)

3. Run the process repetitively to F/N Cog VGIs.

The drill is passed when the student can do the drill flawlessly, with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion.

These are the drills that train the student Auditor to handle all the elements in a session, so coach with reality and purpose per HCOB 24 May 68 „Coaching“.

Ref: HCOB 20 Oct 59 An Experimental Process

Steps:

1. R-factor – “We are going to run a process called Comm Recall Process. “Make sure PC understands that “Comm” is short for “Communication”. Tell PC – “This is a repetitive process.”

1. Study and understand the LRH data referenced for the process you will be running.

2. Clear the command word by word backwards as in the above drills.

2. Tell the pc you are going to run (name of process).

3. Run the process command repetitively to F/N Cog VGIs.

3. (The first time a pc runs this type of process, explain how a Repetitive Process is run.)

R-Factor that this is a Repetitive Process.

Ref: HCOB 20 Oct 59 An Experimental Process

4. Clear the words of the process command in backwards sequence; then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

Steps:

5. Say: „Start of Process. “ or „This is the Process. “.

1. R-factor – “We are going to run a process called The Only Basic Affinity Process.”

6. Using full TRs 0-4:

2. Tell PC “This process has three commands, each is run separately in a repetitive manner.”

a. Give the command to the „pc“.

3. Clear the first command as in the earlier drills.

b. Get the „pc’s“ answer.

4. Run the first process command repetitively to F/N Cog VGIs.

c. Acknowledge.

5. R-factor – “Now we’ll run the second command.”

7. Continue a, b, c to EP of the process.

6. Clear the second command as in the earlier drills.

8. Indicate the F/N to the „pc“.

7. Run the second command repetitively to F/N Cog VGIs.

8. R-factor – “Now we’ll run the third command.”

1. Study and understand the LRH data referenced for the process you will be running.

9. Clear the third command as in the earlier drills.

2. Tell the pc you are going to run (name of process).

10. Run the third command repetitively to F/N Cog VGIs.

3. (The first time a pc runs this type of process, explain how an Alternate/Repetitive Process is run.)

R-Factor that this is an Alternate/Repetitive Process.

Ref: HCOB 16 Feb 59 HGC Processes for Those Trained in Engram Running or Trained in These Processes.

4. Clear each command of the process. Clear the words of the command in backwards sequence, then clear the command itself. (Ref: BTB 2 May 72R Clearing Commands)

Steps:

5. Say: „Start of Process,“ or „This is the Process. “

1. R-factor – “We are going to run a process called “Past and Future Experience”. This process has two commands which are run alternately, one after the other, over and over.

6. Using full TRs 0-4, run the 2 commands alternately, 1,2, 1,2,1,2 to EP of the process.

2. Clear the first command as in earlier drills. Then clear the second command.

7. Indicate the F/N to the pc.

3. Run the process commands alternately (1-2-1-2, etc.) over and over until the PC has F/N Cog VGIs.

for processes with 3 or more commands run consecutively, in sequence.

Ref:

1. Study and understand the LRH data referenced for the process you will be running.

• HCOB 8 April 58 A Pair of Processes

2. Tell the „pc“ you are going to run (name of process).

3. (The first time a pc runs this type of process, explain how it is run.)

Steps:

R-Factor that this process has several commands that will be run 1,2,3,4, 1,2,3,4 etc.

1. R-factor – “We are going to run a process called ‘Forgetting’. It has six commands, each of which is run by itself repetitively.”

4. Clear each command in the series. Clear the words of the command in backwards sequence) then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

2. Clear the first command as in earlier drills. PC must understand that he is to recall when he himself forgot something.

5. Say: „Start of Process. “ or „This is the Process. “.

3. Run the first command repetitively to F/N Cog VGIs.

6. Run the commands consecutively – 1,2,3,4 etc. to EP for the process.

4. R-factor. “Now we’ll run the second command.”

7. Indicate the F/N to the pc.

5. Clear the second command.

6. Run the second command repetitively to F/N Cog VGIs.

Ref:

7. Repeat steps 4-7 on each command 3 through 6 in turn (R-factor each time refers to “third command”, “fourth command”, etc.)

• HCOB 1 Aug 68, „The Laws of Listing and Nulling“

Ref:

• HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC allowed processes.

Steps: (Use Basic Drill Format and Procedure.)

1. R-factor to the pc that you’ll be running an L&N process.

Steps:

2. Clear the procedure of L&N with the pc and make sure he understands that he is to give you all his answers to the question.

1. R-factor – “We are going to run a process called ‘Cause Elementary Straightwire’. Clear the words “Cause” and “Elementary”. This process has three commands; each is run by itself repetitively. Itself repetitively.

3. Clear words as necessary. Write pc’s definitions on the worksheets.

2. Clear the first command.

4. Clear the question watching the meter response and noting any read.

3. Run the first command of the process repetitively to F/N Cog VGIs.

5. If no read on clearing the question, call the question out to the pc. Note any read on the listing sheet.

4. R-factor “Now we are going to run the second command.”

6. If still no read, put in Suppress and Invalidate on the question until you get a read.

5. Clear the second command.

Example: „On the question: ‘What change has another caused in your life?’ has anything been suppressed?“

6. Run the second command of the process repetitively to F/N Cog VGIs.

Example: „On the question: ‘What change has another caused in your life?’ has anything been invalidated?“

7. R-factor – “Now we are going to run the third command.”

7. If no read on checking the question with Suppress and Invalidate, do not list the question.

8. Clear the third command.

Note:You can also check „Not-ised“ and „Abandoned“ as buttons if there is no read using Suppress and Invalidate.

9. Run the third command repetitively to F/N Cog VGIs.

8. If the question or button reads, list it by asking the Listing question.

9. Coach uses fruit words for answers.

Ref: HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC Allowed Processes.

10. Write each item verbatim, with its reads.

Steps:

11. List to a BD F/N item and indicate the item to the pc; then indicate the F/N.

1. R-factor – “We are going to run a process called ‘Duplication Straightwire’.” Clear the word “Duplication” with the PC.

12. If pc runs out of items while listing (without a BD F/N item), check the Listing question. If it reads, extend the List. If it is clean, null the list and give the pc his item. (Ref: HCOB 1 Aug 68, „The Laws of Listing and Nulling“)

“This process has three commands, each run by itself repetitively.”

13. If you cannot get the item, do an L4BR Method 5, handling what you find by following each instruction for each line exactly.

2. Clear the first command.

14. The drill is passed when the student Auditor can do Listing and Nulling confi­dently and flublessly.

3. Run the first command repetitively to F/N Cog VGIs.

4. R-factor “Now we are going to run the second command.”

5. Clear the second command.

LRH Ref: Ability Major 6, 1955

6. Run the second command repetitively to F/N Cog VGIs.

Commands:

7. R-Factor “Now we are going to run the third command.”

F1. „What do you want changed?“

8. Clear the third command.

„What do you want unchanged?“

9. Run the third command repetitively to F/N Cog VGIs.

F2. „What does another want changed?“

„What does another want unchanged?“

Ref: HCOB 20 Oct 59 An Experimental Process

F3. „What do others want changed?“

Scn 0-8 Expanded Know to Mystery Scale

„What do others want unchanged?“

Steps:

Drill each flow using the Alternate/Repetitive Process. Drill.

1. R-factor “We are going to run the ‘Know to Mystery Recall Process’. This process is used with a scale called the Know to Mystery Scale. It has a number of commands, each of which is run by itself repetitively.”

2. Clear the first command.

LRH Ref: Book – Creation of Human Ability R2-50 p. 128, 129

3. Run the first command repetitively to F/N Cog VGIs.

Commands:

4. R-factor – “Now we are going to run the second command.”

• “Walk over to this spot.”

5. Clear the second command.

6. Run the second command repetitively to F/N Cog VGIs.

7. Do steps 4-6 on each command in turn 3 through 13 (R-factor on each matches the number of the command” third command”,” fourth command”, etc. Also that command is the one cleared and then run).

and so on.

Ref:

Drill per LRH instructions given in Creation of Human Ability R2-50. Use the Bracket Drill.

• Book – Self Analysis

LRH Ref: Book – Creation of Human Ability R2-63 p. 157, 158

R-Factor to Auditor: It is very important that the Auditor have a full understanding of the purpose and technique of Self Analysis processing. This data is contained in the book and must be thoroughly studied with particular attention to the “Processing Section.”

Commands:

These processes prepare the pc’s case for auditing on Dianetics. In running these lists the Auditor directs the PC to moments action took place, not when somebody said it took place or merely the concept that it did happen. You get the actual physical occurrence. Each time you ask the PC to recall an incident of a certain kind you then ask, after he recalls it, to pay attention to a certain sense channel which was present during the time he experienced it. The circular disc is provided for the purpose of directing which sense to pay particular attention to. You place the disc over the question you are going to ask and the sense perception at the top is asked for. When you go to the next list question you move the disc over it and rotate it one sense counter-clock-wise so that you have a new sense to ask for.

• „Find something about yourself which you can accept. “

When you go to a new page of questions in the book you turn over the disc so that you have a new set of senses to ask for. If you don’t have a disc use the same senses as listed on the bottom of each page and tick them off one after the other as you go along.

The Auditor should make sure that the PC speaks aloud the things he is recalling. The preclear’s nod or “yes” to signify that he has recalled something is insufficient. Have him select an actual moment in his life called for by the question. Try to get him to re-sense that moment with the perceptic called for on the disc.

If the PC finds it extremely difficult to recall any one question in these lists, simply pass over it and go to the next question. You can go over a list more than once if the PC does not reach EP the first time through.

Steps:

1. R-factor to PC – “We are now going to run the Self Analysis lists from the book Self Analysis. I will be asking you to recall specific incidents in your life. Try to recall the moment it actually occurred, not just the concept that it did occur. When you have recalled it tell me what it is. Then I will ask you to pay particular attention to a certain sense perception in the incident. Try to re-sense that moment with the perceptic called for.”

2. Clear the sense perceptics with the PC.

Drill each command to EP per LRH instructions given in Creation of Human Ability R2-63, using the Repetitive Process Drill.

Clear “emotion” as that emotion the PC felt at the time of the incident. Clear “loudness” as the loudness of the various sounds in the incident.

Clear “body position” as the position of his own body at the time the incident occurred.

LRH Ref: Book – Creation of Human Ability R2-65 p. 159

Clear “sound” as those sounds in the incident.

Commands :

Clear “weight” as the heaviness of the things, including the pull of gravity on the PC and the weight of anything he may actually be supporting in the incident such as his clothes, a ball or and other thing which he is actually holding at the time the incident occurred.

Clear “personal motion” as the motion which the PC himself was undertaking at the time the incident occurred.

F1: „Can you recall a time when you failed to change some energy in this Universe?“

Clear “sight” as what the PC actually saw at the time the incident was taking place.

F2: „Can you recall a time when another failed – to change some energy in this Universe?“

Clear “smell” as what odors were present during the scene he is recalling.

F2: „Can you recall a time when others failed to change some energy in this Universe?“

Clear “touch” as anything he was actually touching at the time with the sensation of touch including pressure.

Clear “colour” as the actual colour contained in the scene called for.

F1: „Can you recall a time when you failed to change some space?“

Clear “tone” as the quality of the sound present when the scene occurred.

F2: „Can you recall a time when another failed to change some space?“

Clear “external motion” as the motion of other people or objects or of energy.

F3: „Can you recall a time when others failed to change some space?“

3. Clear the commands for List 1, clearing each word of the basic question backwards. “What is the definition of the word ____________?”

Clear – “Can you recall a time when _____________?”

F1: „Can you recall a time when you failed to change a Body?“

“Can you recall another time when ____________?”

F2: „Can you recall a time when another failed to change a Body?“

“Can you recall the earliest time when ____________?”

F3: „Can you recall a time when others failed to change a Body?“

4. R-factor to PC “We will clear the additional words to each list question as we go along.”

Note: „He may get nothing on space at all but such incidents are in his recall or space would not exist for him at all. “ LRH

5. To PC – “This is the process.”

6. Place the disk over the first question.

F1: „Can you recall a time when you failed to change a memory?“

7. Clear the first question – “What is the definition of the word _________?” Clear “happy” and “were”. “You” has already been cleared so needn’t be again. In clearing the list questions the words that are repeated need only be cleared the first time they come up.

F2:. „Can you recall a time when another failed to change a memory?“

8. Ask PC – “Can you recall a time when you were happy?”

F3: „Can you recall a time when others failed to change memories?“

9. PC answers and Auditor acknowledges. If PC only nods or says “yes” Auditor asks “What was it?”, gets the answer and acknowledges PC.

10. Auditor says “Try to see what you saw in the incident.” (Or whatever perceptic you start with.)

F1: ”Can you recall a time when you successfully changed something?“

11. PC indicates he has, Auditor acks and then asks – “What did you ‘see’ at that time?”

F2: „Can you recall a time when another successfully changed something?“

12. PC answers and auditor acks.

F3: „Can you recall a time when others successfully changed something?“

13. Auditor asks PC – “Can you recall another time when you were happy?”

Drill each flow in each part A-E using the repetitive process drill.

14. PC answers and auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

15. PC indicates that he has, Auditor acks and then asks “What did you ‘see’ at that time?”

LRH Ref: Book – Creation of Human Ability R2-68 p. 161, 162

16. PC answers and Auditor acks.

Commands :

17. Auditor asks PC – “Can you recall the earliest time when you were happy?”

„Spot something incomprehensible. “

18. PC answers and Auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

Drill per LRH instructions given in Creation of Human Ability R2-68 – using the Repetitive Process Drill.

19. PC indicates he has, auditor acks and then asks “What did you ‘see’ at that time?”

20. PC answers and auditor acks.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

21. Auditor moves the disc down to question 2 and rotates the disc one perceptic counter-clockwise.

Commands :

22. Clear the new words that are in question No. 2 – “What is the definition of _______?” (Clear – something, constructing, finished, just, had).

F1: „Get the idea of changing. “

23. Auditor asks PC – “Can you recall a time when you had just finished constructing something?”

„Get the idea of not changing. “

24. PC answers by telling auditor what it is and auditor acks.

F2: „Get the idea of another changing. “

25. Auditor says to PC – “Recall the odors that you smelled in the incident.”

„Get the idea of another not changing. “

26. PC indicates he has, Auditor acks and then asks – “What odors did you smell at that time?”

F3: „Get the idea of others changing. “

27. Auditor continues as above handling each list question – by rotating the disc for each new question and asking for an incident, another incident and the earliest incident that he can recall. The questions to direct the PC to re-sense the different perceptions are not all the same exact patter as each must communicate as itself. The questions – would be:

„Get the idea of others not changing. “

Sight: “Try to ‘see’ what you saw in the incident.”

Drill each flow using the Alternate/Repetitive Process Drill.

“What did you ‘see’ at that time?”

Smell: “Recall the odors that you smelled in the incident”

LRH Ref: HCOB 30 Apr 61R Change Brackets and Commands Rev. 25 Nov 73 Reissued 19 Sep 74

“What odors did you smell at that time?”

Touch: “Recall what you were touching in the incident.”

„Sort out ‘Think’ or ‘Get the idea’ by Meter’s reaction. Use one that produces the most fall. “. LRH HCOB 30 Apr 61R Change Brackets and Commands.

“What were you touching at that time?;’

Commands :

Color: “Try to perceive the colors in the incident.”

„Think (get the idea) of a change. “

“What colors did you perceive at that time?”

„Think of a no-change. “

Tone: “Try to contact the tone of the sounds present in the incident.”

„Think of a failed change,“

“What tones were present at that time?”

Drill using the Bracket Drill.

External “Try to perceive the external motion in the incident.”

Motion: “What external motion did you perceive at that time?”

Commands :

Emotion: “Try to recall and feel again the emotion you felt in the incident.”

„Recall a change. “

“What emotion did you feel at that time?”

„Recall a no-change. “

Loudness: “Pay particular attention to the loudness of the sounds in the incident.”

„Recall a failed change. “

“What was the loudness of the sounds at that time?”

Drill using the Bracket Drill.

Body Position:“Pay particular attention to your own body position in the incident.”

“What was your body position at that time?”

Commands :

Sound: “Pay particular attention to the sounds in the incident.”

F1: „What change have you avoided”

“What sounds were there at that time?”

„What change have you sought?“

Weight: “Pay attention to the weight of things in the incident.”

F2: „What change has another avoided?“

“What was the weight of things at that time?”

„What change has another sought?“

Personal “Pay attention to your personal motion in the incident.”

F3: „What change have others avoided?“

Motion: “What personal motion was there at that time?”

„What change have others sought?“

Each list is run to F/N Cog VGIs. You would then go on to the next list.

F1: „What no change have you avoided?“

In List 2 each list question has sub-questions which are also asked, such as – “Can you recall an incident which happened a long time ago?” “What year was it?” “What was the month?” “What was the date?” “What was the hour?” You would then direct him to pay particular attention to one of the senses and so on as in the earlier list.

„What no change have you sought?“

All new words must be cleared as you go along, clearing the words of the questions backwards.

F2: „What no change has another avoided?“

When starting List 5 give the PC an R-factor:

„What no change has another sought?“

“In answering these questions particular attention should be paid to happier incidents. (See preface to List 5)

F3: „What no change have others avoided?“

„What no change have others sought?“

Ref: HCOB 27 Sept 68 ARC Straightwire

F1: „What failed change have you avoided?“

Steps:

„What failed change have you sought?“

1. R-factor – “We are going to run an ARC SW Expanded process called ‘ARC SW Triples’. This process has three sets of commands with 4 commands in each set. Each set will be run separately with the commands in that set run alternately, one after the other, over and over.”

F2: „What failed change has another avoided?

2. Clear the first set of commands starting with the first command clearing each word going backwards through the command.

„What failed change has another sought?“

3. Run the first set of commands alternately, over and over 1-2-3-4, 1-2-3-4, etc.) to F/N Cog VGIs. End off the series of commands for that flow when F/N Cog VGIs is reached.

F3: „What failed change have others avoided?“

4. R-factor “Now we are going to run the second set of commands.”

„What failed change have others sought?“

5. Clear the commands of Flow 2 in the same way as in Step 2.

Drill each flow using the Alternate/Repetitive Process Drill.

6. Run the second Flow in the same way as in Step 3 to F/N Cog VGIs.

7. R-factor “Now we are going to run the third set of commands”

Commands :

8. Clear the commands of Flow 3 as in Step 2.

1. „How have you changed _____?“ (something or somebody)

9. Run Flow 3 as in Step 3.

2. „How has _____ tried to change you?“

3. „How has _____ changed another?“

Ref:

4. „How has another changed _____?“

• HCOB 3 Dec 56 B. Scn – HAA Techniques

5. “How has _____ changed (self)?

6. „What have you not changed?“

Steps:

7. „What has not changed you?“

1. R-factor “We are going to run the Havingness process for ARC SW.” Clear the word “Havingness”. “This process has three commands; each is run by itself repetitively.”

8. „What has not changed _____?“

(Note: As with the other processes PC is to tell you what he found when he did the command.)

9. „What has _____ not changed?“

2. Clear the first command.

10. „What has not changed self?“

3. Run the first command repetitively to F/N Cog VGIs.

11. „What have you failed to change?“

4. R-factor – “Now we are going to run the second command.”

12. „What has failed to change you?“

5. Clear the command of Flow 2.

13. „What has _____ failed to change?“

6. Run Flow 2 repetitively to F/N Cog VGIs.

14. „What has failed to change _____?“

7. R-factor – “Now we are going to run the third command.”

15. „What has failed to change self?“

8. Clear the command of Flow 3.

Drill using the Bracket Drill.

9. Run Flow 3 repetitively to F/N Cog VGIs.

LRH Ref:

• HCOB 6 Aug 68 R3H

Note: The commands of this process have been revised so they are „non-permissive“.

Flow 1:

1. Locate a change in life by listing to a BD F/H item „What change has another caused in your life?“ Use the L&N Drill earlier in this bulletin.

2. „Get some of the data of it (don’t run as an engram) so you know what the change was.

3. „Find out by assessment if this was a Break in

• Affinity

and have the PC examine that briefly.

4. „Taking the one found in (3) find out by assessment if it was:

• Curious about_____

LRH HCOB 6 Aug 68 R3H

E/S ARC Break etc. to EP.

Flow 2: Listing Question: „What change have you caused in another’s life?“

Follow the procedure given for Flow 1.

Flow 3: Listing Question! „What change has another caused in another’s life?“

Follow the procedure given for Flow 1.

Commands :

F1: „What is unknown about that (room object)?“

F2: „What doesn’t another know about that (room object)?“

F3: „What about that (room object) could someone make unknown to others?“

Drill each flow using the Repetitive Process Drill.